Oxfordaqa International Gcse English As A Second Language Specification

INTERNATIONAL
GCSE
ENGLISH
AS A SECOND LANGUAGE
(9280) Specification
For teaching from September 2017 onwards

For exams May/June 2018 onwards
For teaching and examination outside the United Kingdom of Great Britain and Northern Ireland
OxfordAQA International GCSE English as a Second Language (9280). For exams May/June 2018 onwards. Version 5.3
CONTENTS
1 INTRODUCTION 5
1.1 Why choose Oxford International AQA Examinations for International GCSEs? 5
1.2 Why choose our International GCSE English as a Second Language? 5
1.3 Recognition 6
1.4 Support and resources to help you teach 6
2 SPECIFICATION AT A GLANCE 8
2.1 Subject content 8
2.2 Assessments 9
3 SUBJECT CONTENT 10
3.1 Themes 10
3.2 Skills 11
4 SCHEME OF ASSESSMENT 13
4.1 Aims and learning outcomes 13
4.2 Assessment objectives 14
4.3 Assessment weightings 15
4.4 Content 15
5 NON-EXAM ASSESSMENT (NEA) 19
6 GENERAL ADMINISTRATION 20
6.1 Entries and codes 20
6.2 Overlaps with other qualifications 20
6.3 Awarding grades and reporting results 20
6.4 Resits and shelf life 20
6.5 Previous learning and prerequisites 20
6.6 Access to assessment: equality and inclusion 21
6.7 Working with us for the first time 21
6.8 Private candidates 21
Visit oxfordaqaexams.org.uk/9280 for the most up-to-date specification, resources, support and administration 3
ARE YOU USING THE LATEST VERSION OF THIS SPECIFICATION?

• You will always find the most up-to-date version of this specification on our website at
oxfordaqaexams.org.uk/9280
• We will write to you if there are significant changes to the specification.
4 Visit oxfordaqaexams.org.uk/9280 for the most up-to-date specification, resources, support and administration
1 INTRODUCTION
1.1 WHY CHOOSE OXFORD INTERNATIONAL AQA
EXAMINATIONS FOR INTERNATIONAL GCSES?
Our new international qualifications enable schools that follow a British curriculum to benefit from the best
education expertise in the United Kingdom (UK).
Our International GCSEs offer the same rigour and high quality as GCSEs taken in the UK and have been
designed to be relevant and appealing to students worldwide. They reflect a deep understanding of the needs
of teachers and schools around the globe and are brought to you by Oxford University Press and AQA, the
UK’s leading awarding body.
Providing valid and reliable assessments, these qualifications are based on over 100 years of experience,
academic research, and international best practice. They have been independently validated as being to the
same standard as the qualifications accredited by the UK examinations regulator, Ofqual. They reflect the
latest changes to the British system, enabling students to progress to higher education with up-to-date
qualifications.
You can find out about Oxford International AQA Examinations at oxfordaqaexams.org.uk
1.2 WHY CHOOSE OUR INTERNATIONAL GCSE ENGLISH

AS A SECOND LANGUAGE?
This qualification is designed for students whose first language is not English but may use it for study.
Our assessments have been designed to inspire and motivate students, providing appropriate stretch and
challenge whilst ensuring, as far as possible, that the assessments and texts are accessible to the full range of
students.
The specification will enable students of all abilities to develop the skills they need to read, understand and
analyse a variety of texts, styles and topics covering a wide range of subjects, including factual and literary
texts. It will also give students the ability to be able to write and communicate clearly, coherently and
accurately using a range of vocabulary and sentence structures.
The assessment comprises four papers: a Reading paper and a Writing paper, each of which provide separate
tasks; the third is a listening paper that uses recorded monologues and dialogues; and the fourth is a spoken
language (oral) element that provides students with an opportunity to show their language skills.
Each paper has a distinct identity to better support high quality provision and engaging teaching and learning.
You can find out all about our International GCSE English as a Second Language qualification at
oxfordaqaexams.org.uk/9280
1.3 RECOGNITION
Oxford International AQA Examinations (OxfordAQA Exams) meet the needs of international
students. Please refer to the published timetables on the exams administration page of our website
(oxfordaqaexams.org.uk/exams-administration) for up to date exam timetabling information. They are an
international alternative and comparable in standard to the Ofqual regulated qualifications offered in the UK.
Our qualifications have been independently benchmarked by UK NARIC, the UK national agency for
providing expert opinion on qualifications worldwide, who have confirmed that they can be considered
‘comparable to the overall GCE A-level and GCSE standard offered in the UK.’ Read their report at
oxfordaqaexams.org.uk/recognition
We are in the process of gaining university recognition for these new international qualifications and the
latest list of universities who have stated they accept these international qualifications can be viewed at
oxfordaqaexams.org.uk/recognition
1.4 SUPPORT AND RESOURCES TO HELP YOU TEACH

We know that support and resources are vital for your teaching and that you have limited time to find or
develop good quality materials. So we’ve worked with experienced teachers to provide you with a range of
resources that will help you confidently plan, teach and prepare for exams.
TEACHING RESOURCES
You will have access to:
• sample schemes of work to help you plan your course with confidence
• teacher guidance notes to give you the essential information you need to deliver the specification
• training courses to help you deliver our qualifications
• engaging work sheets and activities developed by teachers, for teachers.
PREPARING FOR EXAMS

You will have access to the support you need to prepare for our exams, including:
• specimen papers and mark schemes
• exemplar student answers with examiner commentaries.
ANALYSE YOUR STUDENTS’ RESULTS WITH ENHANCED RESULTS

ANALYSIS (ERA)
After the first examination series, you will be able to find out which questions were the most challenging, how
the results compare to previous years and where your students need to improve. ERA, our free online results
analysis tool, will help you see where to focus your teaching.
Information about results, including maintaining standards over time, grade boundaries and our post-results
services, will be available on our website in preparation for the first examination series.
HELP AND SUPPORT

Visit our website for information, guidance, support and resources at oxfordaqaexams.org.uk/9280
You can contact the subject team directly at:
E: english@oxfordaqaexams.org.uk
Please note: We aim to respond to all email enquiries within two working days.
Our UK office hours are Monday to Friday, 8am – 5pm local time.
2 SPECIFICATION AT A GLANCE
The title of the qualification is:
• OxfordAQA International GCSE English as a Second Language.
This qualification is linear. Linear means that students will sit all their exams and submit their non-exam
assessment at the end of the course.
Exams will be available May/June and in November.
The guided learning hours (GLH) for this qualification are 120. This figure is for guidance only and may vary
according to local practice and the learner’s prior experience of the subject.
2.1 SUBJECT CONTENT

Students study all of the following themes on which the assessments are based:
• Theme one: Identity and culture (page 10)
• Theme two: Local, national, international and global areas of interest (page 10)
• Theme three: Current and future study and employment (page 11)
2.2 ASSESSMENTS
Students must take all four assessments. All assessments must be taken in the same series.
Paper: Reading + Paper: Writing

What’s assessed What’s assessed
Understanding and responding to different types Communicating effectively in writing for a variety
of written language. of purposes.
How it’s assessed How it’s assessed
Written exam: 1 hour 15 minutes Written exam: 1 hour 15 minutes
60 marks 60 marks
30% of international GCSE assessment 30% of international GCSE assessment

Questions Questions
Short answer questions and multiple choice There are four tasks which test a range of writing
questions in response to written passages – skills. The tasks increase in level of challenge, as
60 marks. do the marks awarded. Each of the first three tasks
will be based on one of the themes named in the
Subject content. The final task will allow students
to draw on their study in one or more of the named
themes – 60 marks.
Paper: Listening + Paper: Speaking

What’s assessed What’s assessed
Understanding and responding to different types Communicating and interacting effectively in

of spoken language. speech for a variety of purposes.
How it’s assessed How it’s assessed
Written exam: 45 minutes Non-exam assessment
40 marks 10 minutes + preparation time
20% of international GCSE assessment 40 marks
20% of international GCSE assessment

Questions Questions
Students will be asked to listen to and answer • Photocard – 15 marks (3 – 4 minutes)
questions on a range of spoken texts – 40 marks.
• General conversation – 25 marks (6 – 7 minutes)
(Each exam includes 5 minutes reading time of
the question paper before the listening stimulus is • audio recorded by teacher and marked by
played.) examiner.
3 SUBJECT CONTENT
3.1 THEMES
The specification covers three distinct themes. These themes apply to all examination papers.
Students are expected to understand and provide information, ideas and opinions about these themes
relating to their own experiences and those of other people, including people in countries/communities where
English is spoken.
3.1.1 THEME ONE: IDENTITY AND CULTURE

Theme one covers the following three topics with related sub-topics shown as bullet points:
Topic 1: Me, my family, friends and people I know
• Relationships with family
• Relationships with friends and people I know
Topic 2: Technology in everyday life
• Social media
• Mobile technology
Topic 3: Free-time activities
• Music
• Cinema and TV
• Sport
• Customs and festivals
3.1.2 THEME TWO: LOCAL, NATIONAL, INTERNATIONAL AND

GLOBAL AREAS OF INTEREST
Theme two covers the following four topics with related sub-topics shown as bullet points, where applicable:
Topic 1: Home, town, neighbourhood and region
Topic 2: Social issues
• Charity/voluntary work
• Healthy/unhealthy living
Topic 3: Global issues
• The environment
• Poverty
Topic 4: Travel and tourism
3.1.3 THEME THREE: CURRENT AND FUTURE STUDY AND

EMPLOYMENT
Theme three covers the following four topics:
Topic 1: My studies
Topic 2: Life at school/college
Topic 3: Education post-16
Topic 4: Jobs, career choices and ambitions
3.2 SKILLS
3.2.1 READING: UNDERSTAND AND RESPOND TO WRITTEN
LANGUAGE
In order to meet the requirements of AO1, students are expected to:
• read, understand and respond to a range of written texts varying in type, style, purpose and degree of
complexity
• develop skills in scanning and skimming texts to identify specific and general points and identify overall
message
• understand the significance of tense and recognise the relationship between past, present and future
• examine writers’ purpose through close consideration of content and use of language
• explore what is implied but not actually stated and make appropriate inference and deduction.
3.2.2 WRITING: COMMUNICATE IN WRITING

• communicate effectively in writing for a variety of purposes across a range of specified contexts
• write short texts, using simple sentences and familiar language accurately to convey meaning and
exchange information
• produce clear and coherent text of extended length to present facts and express ideas and opinions
appropriately for different purposes and in different settings
• make accurate use of a variety of vocabulary and grammatical structures, including some more complex
forms, to describe and narrate with reference to past, present and future events
• manipulate the language, using and adapting a variety of structures and vocabulary with increasing
accuracy and fluency for new purposes, including using appropriate style and register
• make independent, creative and more complex use of the language to explain, inform, describe, argue or
persuade.
3.2.3 LISTENING: UNDERSTAND AND RESPOND TO SPOKEN

LANGUAGE
• demonstrate general and specific understanding of different types of spoken language
• follow and understand clear standard speech using familiar language across a range of specified contexts
• identify the overall message, key points, details and opinions in a variety of short and longer spoken
passages, involving some more complex language, recognising the relationship between past, present and
future events
• deduce meaning from a variety of short and longer spoken texts, involving some complex language and
more abstract material, including short narratives and authentic material addressing a wide range of
contemporary and cultural themes
• recognise and respond to key information, important themes and ideas in more extended spoken text,
including authentic sources, adapted and abridged, as appropriate, by being able to answer questions,
extract information, evaluate and draw conclusions.
3.2.4 SPEAKING: COMMUNICATE AND INTERACT IN SPEECH

• communicate and interact effectively in speech for a variety of purposes, using and adapting language
appropriately
• develop skills in conversation by responding to questions and exchanging opinions
• convey information and narrate events coherently and confidently, using and adapting language for new
purposes
• speak spontaneously, responding to unexpected questions, points of view or situations, sustaining

communication as appropriate
• initiate and develop conversations and discussion, producing extended sequences of speech
• make appropriate and accurate use of a variety of vocabulary and grammatical structures, including some
more complex forms, with reference to past, present and future events
• make creative and more complex use of the language, as appropriate, to express and justify their own
thoughts and points of view
• use accurate pronunciation and intonation to be understood by a native speaker.
4 SCHEME OF ASSESSMENT
Find mark schemes, and specimen papers for new courses, on our website at oxfordaqaexams.org.uk/9280
This is a linear qualification. In order to achieve the award, students must complete all assessments at the end
of the course and in the same series.
Our International GCSE exams and certification for this specification are available for the first time in May/June
2018 and then every November and May/June for the life of the specification.
All materials are available in English only.
Our International GCSE exams in English as a Second Language include questions that allow students to
demonstrate their ability to:
• draw together their knowledge, skills and understanding from across the full course of study for this
qualification
• provide extended responses.
4.1 AIMS AND LEARNING OUTCOMES

The study of English will broaden students horizons and encourage them to step beyond familiar cultural
boundaries and develop new ways of seeing the world.
Courses based on this specification will enable students to:
• develop their ability to communicate confidently, coherently and appropriately with native speakers in
speech and writing
• listen to and understand clearly articulated, standard speech at near normal speed
• deepen their knowledge about how language works and enrich their vocabulary to increase their
independent use and understanding of English in a range of written and spoken contexts
• express and develop thoughts and ideas spontaneously and fluently
• acquire new knowledge, skills and ways of thinking through the ability to understand and respond to
authentic spoken and written material
• develop language learning skills for immediate use and to prepare them for further language study in
school, higher education or employment.
4.2 ASSESSMENT OBJECTIVES

The exams and non-exam assessment will measure how students have achieved the following assessment
objectives.
AO1 READING: UNDERSTAND AND RESPOND TO WRITTEN

LANGUAGE
R1: Identify and select relevant detail, key points and ideas.
R2: Show understanding of vocabulary, ideas and purpose.
R3: Collate, organise and present relevant detail.
R4: Draw inferences, make deductions, and recognise implicit meaning.
AO2 WRITING: COMMUNICATE IN WRITING

W1: Write short texts to convey meaning and exchange information.
W2: Produce clear and coherent text of extended length to present key points, details and ideas.
W3: Make accurate use of vocabulary and grammatical structures; spell and punctuate accurately.
W4: Manipulate the language with increasing fluency and creativity for a variety of purposes.
AO3 LISTENING: UNDERSTAND AND RESPOND TO SPOKEN

LANGUAGE
L1: Identify key details from a range of short and longer texts.
L2: Identify the overall message and key points in a variety of short and longer spoken texts, involving some
more complex language.
L3: Understand and collate information from a variety of short and longer spoken texts, involving some
complex language and more abstract material.
L4: Recognise purpose, implied meaning, attitudes and feelings in extended texts.
AO4 SPEAKING: COMMUNICATE AND INTERACT IN SPEECH

S1: Communicate clearly using speech appropriate to situation and audience.
S2: Make appropriate and accurate use of a variety of vocabulary and grammatical structures.
S3: Produce extended sequences of speech, answering and, as appropriate, asking questions, and expressing
opinions with spontaneity and fluency.
S4: Demonstrate appropriate pronunciation and intonation.
4.2.1 ASSESSMENT OBJECTIVE WEIGHTINGS FOR INTERNATIONAL

GCSE
Assessment objectives Reading Paper Writing Paper Listening Paper Speaking Paper
AO1 60
AO2 60
AO3 40
AO4 40
Overall weighting of component (%) 30% 30% 20% 20%
4.3 ASSESSMENT WEIGHTINGS

The marks awarded on the papers will be scaled to meet the weighting of the components. Students’ final
marks will be calculated by adding together the scaled marks for each component. Grade boundaries will be
set using this total scaled mark. The scaling and total scaled marks are shown in the table below.
Component Maximum raw mark Scaling factor Maximum scaled mark

Paper: Reading 60 1 60
Paper: Writing 60 1 60
Paper: Listening 40 1 40
Paper: Speaking 40 1 40
Total scaled mark: 200
4.4 CONTENT
PAPER: READING
In this paper, students’ understanding of written language will be tested by a range of question types. The texts
and tasks reflect an increasing level of challenge and will link with themes specified in the Subject content.
Students are required to identify and understand the overall message, key points, details and purposes from
items such as emails, instructions, public notices and advertisements, together with some material which will
be longer, such as extracts from brochures, guides, letters, newspapers, magazines, literary texts, email and
websites. The final text on the paper will be literary non-fiction.
Students will also be required to collate relevant information across a text and draw inferences, make
deductions, and recognise implicit meaning from a variety of written texts.
Access to dictionaries is not permitted at any time during the test.
Text 1
R1, R2
Students are asked to read a short text (200 – 250 words), such as an email, and respond to a series of open
and multiple choice questions. Students are assessed on their ability to select and identify relevant detail, key
points and ideas, and show understanding of ideas and purposes (6 marks).
Text 2
R1, R2, R3, R4
Students are asked to read a text (400 – 500 words), such as an advert, and respond to a series of open
questions, multiple choice questions and collation tasks. Students are assessed on their ability to select and
identify relevant detail, key points and ideas, and show understanding of ideas and purposes. They are also
assessed on their ability to collate and organise relevant detail, and their ability to draw inferences, make
deductions, and recognise implicit meaning (12 marks).
Text 3
R1, R2, R3, R4
Students are asked to read a text (400 – 600 words), such as an opinion article, and respond to a series of
open questions, multiple choice questions and collation tasks. Students are assessed on their ability to select
and identify relevant detail, key points and ideas, and show understanding of ideas and purposes. They are
also assessed on their ability to collate and organise relevant detail, and their ability to draw inferences, make
deductions, and recognise implicit meaning (18 marks).
Text 4
R2, R3, R4
Students are asked to read a literary non-fiction text (400 – 600 words) and respond to a series of open
questions, multiple choice questions and collation tasks. Students are assessed on their ability to show
understanding of ideas and purposes. They are also assessed on their ability to collate and organise relevant
detail, and their ability to draw inferences, make deductions, and recognise implicit meaning (24 marks).
Responses will be assessed according to a detailed mark scheme; the appropriate mark(s) will be awarded if
the student has satisfactorily communicated his or her understanding, even though the response may contain
some errors in the quality of language used.
PAPER: WRITING
There are four questions on the paper. The questions reflect an increasing level of challenge, enabling
students to demonstrate a wide range of writing skills. The structure will be consistent with the targeted
assessment objectives and the specified length of response for each question will remain the same for each
paper. All questions will link with themes specified in the Subject content.
Question 1
W1, W3 (spelling and punctuation only)
Students are given a photograph and asked to write a short description of what they see in it (30 – 50 words).
They are assessed on their ability to convey meaning and information (6 marks) and on the accuracy of their
spelling and punctuation (3 marks).
Question 2
W2, W3
Students are asked to write a letter for a specified audience (50 – 70 words) and are given three compulsory
key points to include in it. They are assessed on their ability to clearly communicate key points (6 marks) and
on the technical accuracy of their writing (6 marks). They are not required to write an address.
Question 3
W2, W3, W4
Students are given three or four compulsory bullet points to refer to in a more extended piece of writing
(70 – 90 words). The specified form of the writing may vary, eg diary or a blog entry, report, article. Students
are assessed on their ability to communicate details clearly (8 marks) and on the technical accuracy and
fluency of their writing (8 marks).
Question 4
W2, W3, W4
This question asks students to produce an extended piece of writing (100 – 150 words). The purpose of the
task will differ from one series to the next, eg explain, inform, argue, persuade. It will enable students to draw
freely on their own ideas, experiences and opinions. Students are given two bullet points. These are designed
to prompt ideas and help students structure their writing. Students should assume an adult audience (such
as their teacher or examiner). Students are assessed on their ability to communicate details and ideas clearly
(8 marks) and on the technical accuracy, fluency and creativity of their use of language (15 marks).
PAPER: LISTENING
This paper contains five tasks and consists of a variety of short and longer spoken pieces of language. The
texts and questions will increase in terms of demand during the paper, with some more complex language
later in the test. The texts and tasks reflect an increasing level of challenge and will link with themes specified
in the Subject content.
Students will be required to identify the overall message, key points, details and opinions from both
straightforward texts (such as announcements, short conversations, instructions, news bulletins and
telephone messages), and also more complex texts such as autobiography and travel writing. They will also
be required to understand and collate information from a variety of short and longer spoken texts, involving
some complex language and more abstract material and recognise purpose, implied meaning, attitudes and
feelings.
Task 1
L1
Students are asked to listen to a series of brief monologues on everyday topics broken into segments
(30 – 50 words) and respond to a series of multiple choice questions. Students are assessed on their ability to
identify key details and information from the texts (8 marks).
Task 2
L2, L3
Students are asked to listen to a dialogue, such as a radio interview, broken into segments (30 – 50 words) and
respond to a series of open questions. Students are assessed on their ability to identify the overall message
and key points of the text, and their understanding of information (8 marks).
Task 3
L3
Students are asked to listen to a monologue, such as an autobiography, broken into segments (40 – 80 words)
and complete a gap fill exercise. Students are assessed on their ability to understand and collate information
(8 marks).
Task 4
L1, L3
Students are asked to listen to a dialogue, such as a radio interview, broken into segments (50 – 100 words)
and respond to a series of open questions and collation activities. Students are assessed on their ability to
identify key details and information, and their ability to understand and collate information (8 marks).
Task 5
L1, L2, L4
Students are asked to listen to a monologue, such as a travel podcast, broken into segments (50 – 100 words)
and complete a series of multiple choice questions and open questions. Students are assessed on their ability
to identify key details and information, the overall message and key points of the text. They are also assessed
on their ability to recognise purpose, implied meaning, attitudes and feelings (8 marks).
Responses will be assessed according to a detailed mark scheme; the appropriate mark(s) will be awarded if
the student has satisfactorily communicated his or her understanding, even though the response may contain
some errors in the quality of language used. Each task is listened to twice, with specified time for students to
write their answers.
PAPER: SPEAKING
This test has two parts: the Photocard and the General conversation. Students are allowed 10 minutes
supervised preparation time. They may make notes on an additional answer sheet and take them into the
exam room to use during the test. There is no restriction on the number of words which the notes may
contain. Students must hand the notes in to the teacher immediately before the General conversation part
of the test. The notes must be stored under secure conditions until results day, after which they must be
disposed of. Access to dictionaries is not permitted at any time during the test or the supervised preparation
time.
Part One
S1, S2
The first part of the test is based on a stimulus Photocard, to be studied by the student immediately before
the test in the supervised preparation time. The Photocard selected for the student will be based on any one
of the themes. A sequencing grid will be provided in the Teacher notes to guide you in allocating a Photocard
to each student. Students will discuss one Photocard (3 – 4 minutes). Teachers will ask three prescribed
questions printed on the student’s Photocard. Additional prompts are printed in the Teacher’s notes. These
will help the teacher develop and extend the student’s response to each question. These additional prompts
are provided as an aid to teachers and are not a compulsory part of the test. The student’s responses to the
questions are assessed for communication and for knowledge and use of language.
Part Two
S1, S2, S3, S4
The General conversation will take approximately 6 – 7 minutes and will be based on the themes not covered
in Part One: the Photocard. For example, if Photocard A is based on Theme 1: Identity and culture, the General
conversation will cover Theme 2: Local, national, international and global areas of interest and Theme 3:
Current and future study and employment.
The General conversation allows the students to take part in a conversation, answering and, as appropriate,
asking questions and exchanging opinions. It should enable the student to convey information and narrate
events coherently and use and adapt language for new purposes; speak spontaneously, responding
to unexpected questions, points of view or situations to sustain communication; initiate and develop
conversation and discussion to produce extended sequences of speech; make more complex use of language
to express and justify their own thoughts and points of view. It is assessed for communication, knowledge and
use of language, spontaneity and fluency and pronunciation and intonation.
Further information and guidance on the Photocard and General conversation are given in the
Teacher’s booklet. A window of up to five weeks will be timetabled for the test, during which schools/
colleges will be free to test their students at any time. The window will be timetabled to run in April and May.
The teacher may open the speaking test materials up to three working days in advance of the first day of the
specified test period in order to prepare for conducting tests. The Teacher’s booklet will contain a Speaking
test sequence chart which will show which Photocard each student must be allocated and which themes will
be covered in the General conversation part of the test.
Detailed instructions for the teacher will be issued prior to the test period. Online training will also be available
to ensure teachers are wholly familiar with the requirements and format of the tests.
The confidentiality of the test materials must be strictly maintained prior to and during the period of the tests.
This test is conducted and audio-recorded by the teacher and marked by an examiner.
5 NON-EXAM ASSESSMENT (NEA)

Non-exam assessment (NEA) refers to the coursework elements of this specification. This specification
contains the following non-exam assessment:
Communicating and interacting effectively in speech for a variety of purposes.
We are committed to working with schools and colleges to deliver non-exam assessments of the highest
quality and have developed practices and procedures that support this aim. We will maintain those same high
standards through their use for Oxford International AQA Examinations.
For more information on the administration of the non-exam assessment, please refer to the Non-exam
assessment guidance section of the Exam Administration page of our website.
6 GENERAL ADMINISTRATION
We are committed to delivering assessments of the highest quality and have developed practices and
procedures that support this aim. To ensure that all students have a fair experience, we have worked with
other awarding bodies in England to develop best practice for maintaining the integrity of exams, which is
published through the Joint Council for Qualifications (JCQ). We will maintain those same high standards
through their use for Oxford Exams.
More information on aspects of administration will shortly be available on

oxfordaqaexams.org.uk/examsadmin
For any immediate enquiries please contact examsadmin@oxfordaqaexams.org.uk
Please note: We aim to respond to all email enquiries within two working days.
Our UK office hours are Monday to Friday, 8am – 5pm local time.
6.1 ENTRIES AND CODES

You only need to make one entry for each qualification – this will cover all the question papers and
certification.
Please check the current version of the Entry Codes book and the latest information about making entries on
oxfordaqaexama.org.uk/examsadmin
Exams will be available May/June and in November.
6.2 OVERLAPS WITH OTHER QUALIFICATIONS

There are no overlaps with any other Oxford International AQA Examinations qualifications at this level.
6.3 AWARDING GRADES AND REPORTING RESULTS

In line with UK GCSEs, the qualification will be graded on a nine-point scale: 1 to 9 – where 9 is the best grade.
Students who fail to reach the minimum standard for grade 1 will be recorded as U (unclassified) and will not
receive a qualification certificate. Please go to oxfordaqaexams.org.uk/recognition to find out more about
the new grading system.
6.4 RESITS AND SHELF LIFE

Candidates can re-take the whole qualification as many times as they wish. This is a traditional linear
specification and, as such, individual components may not be re-sat.
Results for the non-exam assessment (NEA) component can be carried forward for the life time of the
specification.
You only need to make one entry for each qualification – this will cover all the question papers, non-exam
assessment and certification.
6.5 PREVIOUS LEARNING AND PREREQUISITES

There are no previous learning requirements. Any requirements for entry to a course based on this
specification are at the discretion of schools and colleges.
6.6 ACCESS TO ASSESSMENT: EQUALITY AND INCLUSION

Our general qualifications are designed to prepare students for a wide range of occupations and further study
and assess a wide range of competences.
The subject criteria have been assessed to ensure that they test specific competences and the skills or
knowledge required do not disadvantage particular groups of students.
For students with disabilities and special educational needs, exam access arrangements are available to allow
these students to demonstrate their knowledge and ability. We comply with the UK Equality Act 2010 to make
reasonable adjustments to remove or lessen any disadvantage that affects a disabled student. Information
about the access arrangements that are available will be issued to schools or colleges when they become
Oxford International AQA Examination centres.
6.7 WORKING WITH US FOR THE FIRST TIME

You will need to apply to become an Oxford International AQA Examinations centre to offer our specifications
to your students. Find out how at oxfordaqaexams.org.uk/centreapprovals
6.8 PRIVATE CANDIDATES

Centres may accept private candidates for examined units/components only with the prior agreement of
OxfordAQA. If you are an approved OxfordAQA centre and wish to accept private candidates, please contact
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Oxfordaqa International Gcse English As A Second Language Specification

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Oxfordaqa International Gcse English As A Second Language Specification

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INTERNATIONAL

For teaching from September 2017 onwards

1.2 Why choose our International GCSE English as a Second Language? 5

1.4 Support and resources to help you teach 6

4.2 Assessment objectives 14

4.3 Assessment weightings 15

5 NON-EXAM ASSESSMENT (NEA) 19

6.2 Overlaps with other qualifications 20

6.3 Awarding grades and reporting results 20

6.4 Resits and shelf life 20

6.5 Previous learning and prerequisites 20

6.6 Access to assessment: equality and inclusion 21

6.7 Working with us for the first time 21

6.8 Private candidates 21

ARE YOU USING THE LATEST VERSION OF THIS SPECIFICATION?

• We will write to you if there are significant changes to the specification.

1.2 WHY CHOOSE OUR INTERNATIONAL GCSE ENGLISH

1.4 SUPPORT AND RESOURCES TO HELP YOU TEACH

• training courses to help you deliver our qualifications

• engaging work sheets and activities developed by teachers, for teachers.

PREPARING FOR EXAMS

• specimen papers and mark schemes

• exemplar student answers with examiner commentaries.

ANALYSE YOUR STUDENTS’ RESULTS WITH ENHANCED RESULTS

HELP AND SUPPORT

You can contact the subject team directly at:

• OxfordAQA International GCSE English as a Second Language.

Exams will be available May/June and in November.

2.1 SUBJECT CONTENT

• Theme one: Identity and culture (page 10)

Paper: Reading + Paper: Writing

How it’s assessed How it’s assessed

Written exam: 1 hour 15 minutes Written exam: 1 hour 15 minutes

30% of international GCSE assessment 30% of international GCSE assessment

Paper: Listening + Paper: Speaking

Understanding and responding to different types Communicating and interacting effectively in

How it’s assessed How it’s assessed

Written exam: 45 minutes Non-exam assessment

40 marks 10 minutes + preparation time

20% of international GCSE assessment 40 marks

20% of international GCSE assessment

3.1.1 THEME ONE: IDENTITY AND CULTURE

Topic 1: Me, my family, friends and people I know

• Relationships with family

• Relationships with friends and people I know

Topic 2: Technology in everyday life

Topic 3: Free-time activities

• Customs and festivals

3.1.2 THEME TWO: LOCAL, NATIONAL, INTERNATIONAL AND

Topic 1: Home, town, neighbourhood and region

Topic 2: Social issues

Topic 3: Global issues

Topic 4: Travel and tourism

3.1.3 THEME THREE: CURRENT AND FUTURE STUDY AND

Topic 2: Life at school/college

Topic 3: Education post-16

Topic 4: Jobs, career choices and ambitions

3.2.2 WRITING: COMMUNICATE IN WRITING

3.2.3 LISTENING: UNDERSTAND AND RESPOND TO SPOKEN

• demonstrate general and specific understanding of different types of spoken language

3.2.4 SPEAKING: COMMUNICATE AND INTERACT IN SPEECH

• develop skills in conversation by responding to questions and exchanging opinions

• speak spontaneously, responding to unexpected questions, points of view or situations, sustaining